BMC Medical Education

Introduction: Postgraduate clinical training is crucial for developing professional competence, communication skills, and effective teamwork. Although resident physician selection is crucial, little is known about how Japanese residency programs select residents and whether selection practices are associated with difficulties during training. Methods: We conducted a nationwide cross-sectional survey of residency programs participating in Japan's 2023 General Medicine In-Training Examination (GM-ITE). Program directors completed a questionnaire assessing selection methods, interview content, quality-assurance measures, and resident difficulties, defined as at least one postgraduate year 1 or 2 resident physician receiving disciplinary action or a severe warning. Free-text responses were coded using the Situation, Task, Action, and Result framework. Associations between selection methods and resident difficulties were examined using adjusted logistic regression models controlling for hospital type and number of GM-ITE examinees. Results: Of 151 participating physician-selection programs, 150 provided valid responses. Interviews were used by 90.1% of programs and were identified as the most important selection component by 87.3%. Thirty-five programs (23.3%) reported difficulties with resident physicians, involving professionalism and workplace conduct including rule, ethics, or boundary violations, work avoidance or unavailability, and inappropriate communication. Use of applicants' pre-clinical-clerkship computer-based test scores as a selection criterion was associated with resident difficulties (adjusted OR, 4.60; 95% CI, 1.50-14.11; P = 0.008; FDR-adjusted P = 0.048). No significant associations were observed for essays, academic tests, medical school grades, or personality assessment. Program-level GM-ITE total and domain scores did not differ significantly between programs with and without reported resident physician difficulties. Discussion: Resident physician selection in Japan is highly interview-centered; reported difficulties were more often related to professionalism and workplace conduct than to knowledge deficits. Although these exploratory findings are program-level, they highlight the importance of strengthening the quality assurance processes in resident selection systems, particularly for assessing professionalism-related attributes in applicants.

Objectives: This study aimed to examine physiotherapy students reaction and learning, following Simulation Based Education (SBE) during a Cardiorespiratory module. A further aim was to see if any learning translated into clinical placement. Design: A mixed methods research design consisting of a questionnaire (Phase1) after the activity which was underpinned by the Kirkpatrick model of evaluation. This was followed by a focus groups (Phase 2) after completion of clinical placement. Participants: 92 final year physiotherapy students at a single institution were eligible to participate in the SBE session with n=81 (88%) students completing the survey, and 8 students participating across 2 focus group sessions. Results: Survey: Over 80% of students strongly agreed on a positive initial reaction to SBE. Learning yielded a 76% and above response of strongly agree in all areas except confidence. Students valued SBE as a preferred learning and teaching strategy and wanted more. They welcomed SBE as a supplement but not substitute for clinical placement. Students felt skills learned could be transferred into all areas of clinical practice,, namely communication and decision making. Conclusion: Students rated SBE positively with development of transferable non-technical skills. Reaction to SBE was high in terms of relevance, engagement and satisfaction. Self-perceived confidence, although positive, was the comparatively lowest scoring of the domains. Students advocated SBE as a supplement rather than a substitute for clinical placement preferring a hybrid approach. Contribution of the Paper: Adds to the positive body of evidence which already exists towards SBE, especially in the development of non-technical skills. Suggestions are made that SBE cant make students feel fully confident in preparation for clinical placement. While students in this study expressed that they wanted more SBE and earlier, this paper found that students would not advocate SBE replacing clinical placement.

Medical education in resource-limited settings faces significant challenges in providing diverse clinical exposure and fostering essential skills such as clinical reasoning, communication, and empathy. Due to the inability to afford immersive technologies such as virtual reality (VR) and Augmented Reality (AR), constrained by financial, infrastructural, and structural barriers, interactive simulation videos (ISV) constitute an innovative, cost-effective educational tool that can bridge the gap between theoretical knowledge and practical clinical experience, while enhancing student engagement and learning outcomes. This study aimed to assess the educational value and user experience of ISV as a supplementary tool in teaching medical semiology among medical students in Mozambique. A quantitative, descriptive, cross-sectional study was conducted among 4th-year medical students at Alberto Chipande University. Descriptive and inferential statistical analyses were performed, including a one-sample t-test to compare responses against a value. A total of 93 students participated in the study. The ISV was highly rated for realism (77.4%), relevance to training (74%), and usefulness of feedback (78.5%). Most students reported increased confidence in patient care (81.7) and found the digital patient credible and engaging (74.2). Overall mean scores across all domains were significantly higher than the neutral benchmark (p<0.05), indicating a positive perception of the tool. Students also expressed a strong willingness to recommend its integration into medical curricula. In conclusion, ISV represents a valuable and feasible pedagogical approach in medical education, particularly in low-resource settings. They enhance clinical reasoning, engagement, and confidence while providing scalable, standardized learning experiences. ISV holds strong potential as a complementary tool to bridge gaps in traditional medical training and improve educational equity.

ObjectiveTo establish a standardized training program for endoscopic pathogen visualization literacy (EPVL) based on fluorescence rapid on-site evaluation (ROSE) technology for gastroenterologists, and to evaluate its training efficacy. MethodsA prospective quasi-experimental study was conducted. A total of 54 gastroenterology trainees were non-randomly allocated into the EPVL training group (Group A, n=28, 16-hour comprehensive training) and the control group (Group B, n=26, 3.5-hour traditional teaching). Pre- and post-training assessments included theoretical examinations, fluorescence ROSE image interpretation tests (30 parallel images per set), interpretation speed measurement, and clinical decision-making integration evaluation. The primary outcome was the change in image interpretation accuracy, analyzed by ANCOVA with pre-test scores as the covariate. ResultsBaseline characteristics were comparable between groups (P>0.05 for all demographic variables and pre-test scores). Group A showed significant improvement in image interpretation accuracy from 57.8{+/-}13.6% pre-training to 82.5{+/-}11.2% post-training (improvement of 24.7%, paired t=-12.86, P<0.001), while Group B improved from 58.5{+/-}13.0% to 71.0{+/-}13.5% (improvement of 12.5%, paired t=-5.24, P<0.001). After ANCOVA adjustment for pre-test scores, the between-group difference was significant (F(1, 51)=10.95, P=0.0017, 2=0.177), with Cohens d=0.94 (large effect size). Interpretation speed in Group A (19.2{+/-}2.8 s/image) was significantly faster than in Group B (32.5{+/-}6.0 s/image, t=-10.45, P<0.001). Clinical decision-making scores were significantly higher in Group A (80.5{+/-}8.0 vs. 65.3{+/-}11.5, t=5.60, P<0.001). The Kappa agreement with the gold standard in Group A improved from 0.56{+/-}0.18 to 0.84{+/-}0.11 (t=-8.35, P<0.001). Participant satisfaction exceeded 88%. ConclusionThe EPVL training program significantly improves gastroenterologists fluorescence ROSE image interpretation accuracy, speed, and clinical decision-making integration, providing a novel and effective standardized training paradigm for digestive endoscopy education.

Background. Designing high-quality Objective Structured Clinical Examination (OSCE) stations is a time-consuming process. Generative artificial intelligence (AI) represents a promising path to accelerate content creation by automating the generation of scenarios. A growing number of AI tools is now available for this purpose. Objective. To assess the variability between generative AI models in their ability to produce OSCE stations in the field of paediatrics. Methods. A structured prompt was developed based on the French national OSCE guidelines for medical education. Five distinct AI models were provided with this prompt, alongside the neonatal jaundice chapter from the French pediatric reference textbook, to generate 6 complete OSCE stations. Results. Prompt compliance was high for ChatGPT 5.1, ChatGPT 5.2, Gemini 3.0 Pro, and Claude Opus 4.5, while it was lower for Grok 4.1. Expert-rated quality was generally high, with few factual errors or missing information across models. However usability differed significantly between models. This was also true for several quality dimensions such as checklist clarity, embedding of checklist answers within vignettes, and ease of standardized patient formation. ChatGPT 5.1 required the most revisions and Gemini most often rated usable as is. Significant inter-model differences were observed in diagnostics, only with ChatGPT 5.1 sampling all three neonatal jaundice categories. Contextual variables showed systematic narrowing across models. Clinical grid density was consistent (10-12 items per station), but thematic distribution differed markedly. Soft skills coverage varied significantly across models (p=0.002), none of them consistently representing all communication competency domains. Conclusion. Large language models can generate structurally compliant OSCE stations, but surface compliance conceals substantive inter-model differences in diagnostic coverage, contextual diversity, and soft skills representation, that compromise content validity. No model currently meets the criteria for unsupervised deployment in a summative assessment bank. The choice of model carries pedagogical implications and expert curation remains essential before integration into high-stakes assessment workflows.

Background. A primary constraint on the capacity of EMS programs to meet industry demand is psychomotor instruction and verification, requiring direct observation of each student by a qualified evaluator. Whether AI video analysis can relieve it is untested; none has been applied to EMS skill examination or compared with human examiners. Objective. To quantify human EMS evaluator inter-rater reliability and evaluate an AI video-analysis platform against it. Methods. In a prospective, fully crossed study, five certified EMS evaluators and an AI platform independently scored identical video-recorded EMT performances of cervical collar application (n=15), bag-valve-mask (BVM) ventilation (n=14), and medical assessment (n=15) on dichotomous checklists with critical-failure criteria. Agreement was assessed at item, score, and decision levels using Fleiss' kappa, Krippendorff's alpha, Gwet's AC1, and ICC(2,1)/ICC(2,k). Results. Human item agreement was moderate (kappa 0.409 to 0.467), as was single-rater reliability (ICC(2,1) 0.539 to 0.694), against good panel reliability (ICC(2,k) 0.854 to 0.919). Recorded pass/fail agreement was fair (kappa 0.297 to 0.388) and critical-failure agreement near zero for two skills (kappa 0.028, 0.119). AI alignment tracked rubric observability rather than task complexity: r = 0.857 (collar, exceeding every human), -0.173 (BVM), 0.664 (medical), and it was most lenient on two skills. Conclusions. Human evaluators are an imperfect standard, especially on critical failures. The AI was a legitimate additional rater where checklist items were discrete and visually verifiable, but not where credit required judging continuous quantities such as ventilation rate, volume, or suction duration. Defensible uses are formative and archival, not summative. These results reflect an early, non-specialist configuration: a baseline, not a limit.

Background. Journal clubs (JCs) are a popular education format. Interest in studying their impact is high, and authors often report positive results related to subjective parameters. Objective assessments of effectiveness are limited and contradictory. In this paper, we share our experience and describe our journal club effectiveness. Methods. We conducted a prospective cohort study within our online journal club. Meetings followed a discussion-based format and were held via Zoom, with timing and topics determined by voting in the club Telegram chat. Enrolment occurred in waves and included an application, entry test, and interview. During each recruitment wave, both club members (treatment group) and applicants (control) completed an admission test assessing knowledge of evidence-based medicine and statistics. Results. The JC currently comprises 27 members. Over the past year, 76 meetings were held, with 75% of participants grading their experience with 9 or 10 on a ten-point scale. Multivariate analysis demonstrated non-significantly results (SMD = 0.19 (95% CI 0.004; 0.38), p = 0.046) among participants. However, in other adjusted models, differences between groups were not statistically significant (p > 0.05). Conclusion. While the analysis of the subjective outcomes is consistent with findings from previous studies, the objective outcomes remain inconclusive. Further research is needed to refine the methodology for the organization and evaluation of journal clubs.

Evidence-based medicine (EBM) concepts are difficult for medical students to grasp. We developed a Python-Streamlit web application providing interactive visualizations to enhance EBM education. Preliminary use with first year medical students demonstrated high engagement and improved conceptual understanding, supporting the feasibility of integrating interactive, web-based tools into EBM curricula.

Within our synchronous, online global health-focused upper-level microbiology course, we find that students struggle to translate learning to real-world applications. For examples, consider the recent measles outbreaks and major events such as the COVID-19 pandemic, which prompt many questions about how basic microbiological information is used by public health professionals. To address these points, we created a simulation-based curriculum that places students in an action role during an infectious disease outbreak. Our stand-alone curriculum walks through a historical measles outbreak that introduces outbreak investigation, community communication, and how these depend on microbiological knowledge. By using breakout groups, students have an opportunity to decide classifications, public messaging, and intervention metrics. We provide students with an outbreak investigation reference worksheet and interweave breakout rooms with didactic vignettes covering background information while revealing actual responses to outbreaks in conjunction with data obtained by responding scientists. Students synthesize material and apply it in real-time - allowing them to exercise critical thinking while bolstering relevance of microbiology and public health to popular media.

Perioperative safety checklists standardize critical actions, but reliable completion depends on the surrounding work system and team behavior. We conducted a prospective observational analytic study from April to May 2026 in the central surgical unit of a high-volume public teaching referral hospital in Indonesia to examine whether patient safety culture and teamwork were associated with directly observed perioperative safety compliance and whether teamwork mediated the culture-compliance relationship. Patient safety culture was measured with the Hospital Survey on Patient Safety Culture 2.0, teamwork with a 35-item TeamSTEPPS Teamwork Perceptions Questionnaire research adaptation, and compliance by direct role-based observation using a 45-item checklist derived from the AORN Comprehensive Surgical Checklist. Eighty of 92 recruited professionals contributed 240 person-operation observations across 50 operations. Overall compliance was 74.75%, with sign-out lowest at 70.68%. Patient safety culture was associated with teamwork ({beta} = 0.590; 95% CI 0.510-0.770) and directly with compliance ({beta} = 0.407; 95% CI 0.187-0.712). The teamwork-compliance coefficient was positive ({beta} = 0.285; p = 0.046), but the prespecified percentile 95% CI included zero (-0.045 to 0.517). The indirect effect through teamwork was not supported ({beta} = 0.168; p = 0.079). These findings support a system-level interpretation of perioperative safety and identify learning-oriented responses to error, situation monitoring, and sign-out fidelity as measurable targets for future improvement efforts.

Active teaching methodologies have been widely used to promote meaningful learning and student autonomy. In this context, quantitative approaches can help assess how students organize and integrate knowledge throughout the learning process. Among these approaches, semantic co-occurrence networks stand out, as they are capable of identifying relationships between words and revealing the conceptual structure of textual productions. The objective of this study was to investigate whether semantic network analyses can characterize differences in students conceptual organization in Microbiology during their participation in the active teaching methodology "Adopt a Bacterium." To this end, a case study was conducted in the Bacteriology course at the Institute of Biomedical Sciences of the University of Sao Paulo, analyzing the textual productions of two groups of students in the years 2024 and 2025 during their study of the bacterial genus Bacillus. The texts were evaluated using semantic co-occurrence networks, taking into account metrics of structure and conceptual integration. The results showed that both groups covered the microbiological content outlined in the course, though with different thematic focuses and approaches to integrating the concepts. Although both years featured modular structures (a statistical mode of 9 subgraphs), in 2025 the network exhibited greater discursive robustness (2 to 4 times more words with high Betweenness centrality) than in 2024. It is concluded that semantic network analysis allows for the characterization of differences in conceptual organization among students using active learning methodologies, serving as a complementary tool for assessing meaningful learning in Microbiology.

Background: Clinician-scientists translate clinical observation into discovery, trials, and policy, yet this workforce is shrinking across health systems worldwide. Integrated MB-PhD training, pausing medical training to complete a PhD before clinical exposure or specialisation, is one route into this career. We aimed to evaluate the long-term value of MB-PhD training and the barriers to clinical-academic careers these face after graduation. Methods: We evaluated all 131 graduates (29.8% female) who entered the University College London (UCL) MB-PhD programme over a 25-year period (1994-2018). Bibliometric outputs were collated via an inter-linked information system. Concurrently, all 131 graduates were invited to respond to open-ended questions on career benefits and structural barriers; 99 (75.6%) responded, and responses were independently coded into themes, which were then reviewed and confirmed by a Study Group of 107 individuals, including the 91 respondents who agreed to participate further. Results: Graduates produced 5,877 publications (1,141 first-author, 819 corresponding-author), attracting 350,754 citations, with a mean relative citation ratio of 3.30 {+/-} 0.47, approximately three times the field average and sustained across three decades of programme entry. Graduates secured an estimated $157.55 million across 99 grants, released 465 public datasets, and were named investigators on 31 clinical trials across five continents. Among the 99 survey respondents, 49.5% held consultant-grade posts, 72.7% remained research-active, and 25.3% had reached senior academic grade. Open-ended responses were coded into five recurring structural barriers, subsequently confirmed by the Study Group: insufficient protected research time (72.2% of responses), unsupportive training structures and limited career opportunities (36.7%, 24.4% of responses), funding and pay barriers (22.2% of responses), and lack of mentorship or geographical/family constraints (14.4%, 13.3% of responses). Conclusions: Integrated MB-PhD training generates sustained academic productivity and leadership, but structural barriers threaten retention of graduates within clinical-academic careers. Protecting research time, stabilising funding and pay, and reducing geographic instability are needed to retain the clinician-scientists that health systems have already invested in training.

Abstract Objective. To identify and rank the leadership traits most valued by medical staff in public hospitals, and to compare them with an established generic instrument and a generative artificial intelligence source. Design. Sequential exploratory qualitative-quantitative (QUAL QUAN) mixed-methods study: focus groups followed by an online ranking survey, with cross-comparison against the Northouse Leadership Traits Questionnaire (LTQ) and a ChatGPT derived list (LAIT). Setting. Major public hospital affiliated with Monash University, Melbourne, Australia, in 2023. Participants. Twenty-four senior medical staff (16 men, 8 women; 18 clinicians, 6 administrators) recruited through opportunistic sampling. Main outcome measures. Weighted ranking of the ten most desired leadership traits (Leadership Enabling Traits Survey, LETS); internal consistency (Cronbach s alpha); agreement between LETS and LTQ self-scores; and strong overlap with the AI-derived list. Results. The first most-weighted LETS traits were integrity (1.526), communication (1.435), compelling vision (1.404), emotional intelligence (1.040) and empathy (0.969), the same five identified by the AI source. Integrity was weighted 3.6 times more heavily than rebelliousness (0.424). Both LETS and LTQ achieved Cronbach s alpha > 0.7. Unweighted total self-scores did not differ between LETS (77.4 +/- 7.6) and LTQ (78.4 +/-6.9); weighted emotional intelligence related and other-trait sub-scores diverged significantly (p<0.001). Survey power was 45% at alpha=0.05.

Objective To evaluate the effect of vendor-integrated AI-assisted abdominal ultrasound software on operational efficiency and sonographer workload compared with manual scanning. Methods In this prospective randomised crossover study (January to February 2026), 32 healthy adults each underwent two upper abdominal examinations, one manual and one using vendor-integrated AI software (AI Abdomen Release 3.5; ACUSON Sequoia), in randomised order by two experienced sonographers, each participant scanned once by each sonographer. Scan time, hand-console interaction (keystrokes, hand travel, hover, jerk) from a custom depth-camera hand-tracking system, and operator modifications to AI outputs were recorded. Workload was assessed after each scan with the weighted NASA Task Load Index (NASA-TLX). Analysis used linear mixed-effects models. Results AI-assisted scanning reduced scan time (52.4 s, approximately 9%; 95% CI 23.7 to 81.2; P = 0.001), keystrokes (55, approximately 28%; P < 0.001) and hand travel (4.57 m, approximately 39%; P < 0.001), although the time saving was concentrated in one sonographer. Weighted NASA-TLX did not differ between conditions (-3.9 points; 95% CI - 9.3 to 1.5; P = 0.17), but subscale analyses showed reductions in mental demand (- 6.3; P = 0.03) and effort (- 7.0; P = 0.04), with no compensating increases. Sonographers modified 48 of 184 AI-generated values. Conclusion AI assistance improved operational efficiency and reduced self-reported mental demand and effort, with no compensating increase on other subscales. Gains arose under a controlled, abbreviated protocol in healthy volunteers and varied between operators, and are better read as a reshaping of operator work than its removal.

Background: Internationally, workforce planning models are focussed on balancing supply and demand, rarely addressing factors such as demographic shifts and evolving health needs. There is a clear imperative for improved workforce planning to ensure adequate staff numbers to deliver audiology safely and effectively but there is still no consensus on safe minimum staffing levels or the optimal skill mix for high-quality audiology services. Methods: This research aimed to establish markers of quality in audiology service provision and estimate the audiology workforce requirements to meet current and projected demand for services, based on population changes and anticipated changes in demand. Following stakeholder engagement, a needs-based model was developed by (1) analysing NHS England's national Audiology stocktake dataset to determine current workforce, (2) creating an epidemiological model to predict changes in service population over next 5 and 10 yrs (3) use of BAA endorsed estimates delivered in East of England on staff grade required per activity. [SR1.1] Results: The estimates for 10-year adult and paediatric audiology whole time equivalent (WTE) safe minimum staffing levels for England (bands 2-7, current waiting times maintained) based on a population change model (Model 1), and two further models for paediatrics specifically (Model 2 and Model 3) were as follows: for adult audiology Model 1 estimates a 7.40% increase by 2035 (to 1125.18 WTE). For paediatric audiology Model 1 estimates a -6.3% (to 593.47 WTE) decrease due to underlying paediatric population decline in England, whereas the case complexities considered in Model 2 (1072.33 WTE) and Model 3 estimate a 10-year increase of 71.23% ( to 1072.33 WTE) and 59.17% (to 996.82 WTE) respectively. Conclusions: This is the first study to conduct a needs-based assessment of workforce requirements for audiology services. Given the substantial need for audiology staff, investment in workforce recruitment and training is essential to ensure that future activity levels meet population needs. Consideration of changing demographics is required for planning future workforce specialisation. Further analysis to address workforce equity, the impact of changes in skill mix and service delivery models and local area demographics/prevalence variation is required alongside potential efficiencies.

Background Agenda-setting is a fundamental patient-centered communication practice in which a clinician works with a patient to elicit, propose, and organize topics for discussion during a clinical encounter. Various agenda-setting interventions have been developed, including patient-facing tools and clinician training, but their effects have not been systematically evaluated. We aimed to determine the effects of these interventions on encounter, patient, care partner, and clinician outcomes. Methods We searched grey literature and seven databases, including PubMed, from inception through July 2025 for randomized and non-randomized comparative studies of interventions designed to promote or improve clinical visit agenda-setting. Two reviewers independently screened articles and extracted data, with a third reviewer resolving conflicts. We assessed risk of bias using RoB 2 for randomized studies and ROBINS-I for non-randomized studies. We conducted random effects meta-analyses when outcomes were sufficiently comparable, assessed heterogeneity using I2, and rated certainty of evidence using GRADE. Post hoc exploratory subgroup analyses examined study design, adjustment status, and intervention structure. Results Twenty-nine articles describing 22 unique studies met the inclusion criteria, including 13 randomized and nine non-randomized studies. Agenda-setting interventions increased the occurrence of agenda-setting (risk ratio 5.43, 95% confidence interval (CI) 2.06 to 14.28, I2=34.6%) and favored the intervention for concerns addressed when measured as a continuous outcome (standardized mean difference (SMD) 0.37, 95% CI 0.16 to 0.57, I2=65.3%) and overall clinician satisfaction (SMD 0.50, 95% CI 0.23 to 0.78, I2=0.0%). There were no clear differences in the number of concerns raised (mean difference (MD) 0.21, 95% CI -0.19 to 0.61, I2=59.6%), visit duration (MD 0.64 minutes, 95% CI -0.83 to 2.12, I2=51.4%), or overall patient satisfaction (SMD 0.05, 95% CI -0.05 to 0.15, I2=47.0%). Potentially important heterogeneity was present for four of these six outcomes. Post hoc exploratory subgroup analyses did not provide clear evidence that effects varied by study design, adjustment status, or intervention structure. Risk of bias was often high, serious, or critical, and certainty of evidence was low or very low for all pooled outcomes. Conclusions To our knowledge, this is the first comprehensive synthesis of clinical visit agenda-setting interventions. Such interventions may increase the occurrence of agenda-setting and the extent to which patient concerns are addressed without increasing visit length. However, the certainty of evidence was low or very low, and the available evidence does not establish a superior intervention structure.

PurposeDiscussions surrounding the biomedical faculty job market often focus on applicant competitiveness and external metrics such as number of publications and funding records. Consequently, there is typically less discussion about applicant readiness, the point at which applicants perceive themselves as prepared to enter the market. Since 2018 our group, the Faculty Job Market Collaboration (FJMC), has conducted annual end-of-cycle surveys of biomedical faculty job applicants, producing the largest longitudinal dataset on this process to date. MethodsWe employed a mixed-methods design examining faculty applicants in biological science fields in North America. Regression analyses were conducted on a longitudinal dataset of 729 respondents across multiple hiring cycles. To determine how applicants evaluated their own preparation, qualitative interviews were conducted with a separate cohort of biomedical postdoctoral applicants during the 2024-2026 job cycles. ResultsOur findings demonstrate that rather than depending on a single quantitative threshold, readiness is a multifaceted construct shaped by actionable and interpersonal drivers. Key factors influencing an applicants perceived readiness include taking agency to submit applications, receiving explicit support from a mentor, incorporating strategic use of artificial intelligence tools into application preparation, and their career stage. ConclusionBy distinguishing individual readiness from systemic assumptions of market competitiveness, this study highlights a blind spot in academic workforce development. Our results suggest that applicants can achieve readiness and successful outcomes through different combinations of support, strategy, and timing rather than a uniform metric profile. By integrating quantitative and qualitative data, our study provides an evidence-based framework for understanding applicant readiness and offers practical guidance to help trainees navigate the increasingly competitive academic job market. Teaser TextOur mixed-model analysis of the biomedical faculty job market is designed to help prospective faculty candidates assess their readiness to enter the job market. By integrating multiple indicators of academic productivity, funding success, and professional experience, our study provides evidence-based benchmarks that can guide applicants in evaluating their competitiveness and identifying areas for further development before pursuing faculty positions.

Objective: To assess the efficacy of an executive peer coaching program, Charting Champions Program (CCP), in helping physicians manage their administrative workload, thereby improving time management, workflow and well-being. Findings: In this longitudinal survey study, physicians self-reported significant improvements in completing charting and administrative paperwork during their clinical day. Physicians reported significant improvements in mental, cognitive and emotional states after the program. Meaning: The Charting Champions Program is an effective intervention that supports physicians in problem-solving the administrative burden of their clinical day, improving workflow efficiency, completing administrative requirements during clinical hours, and enhancing work-life balance and personal satisfaction. Background: Physicians are subject to high levels of mental, physical, and emotional stress, partly due to increasing administrative burdens. Online coaching is a proven intervention to help physicians improve workflow efficiency, reduce administrative burden and improve job satisfaction. Design: This voluntary longitudinal survey took place between 2020 and 2023. Physicians were asked to complete a survey at program entry and again 30-90 days after program completion. The survey consisted of 14 Likert scale questions, and a final sample of 280 physicians completed both surveys. Intervention: CCP contains modules that teach workflow improvements for clinical days, including timely charting, administrative task workflow, managing patient consultations and reducing interruptions. Interventions include self-paced modules, live coaching, recordings and an online peer community. Results: Post-CCP physicians reported a significant decrease in hours spent charting (P<0.0001) and completing clinical paperwork outside of clinical hours (P<0.006). Physicians also reported a decrease in work-related dread (P<0.001), feelings of burnout (P<0.001), and thoughts of quitting due to administrative burdens (P<0.001). Physicians felt more focused at work (P<0.001), felt more in control of the clinical day (P<0.001), and rated their mental energy at work higher (P<0.001). The program did not affect the number of patients seen in a full clinical day (P > 0.918). Conclusion and Relevance: The CCP reduces the time physicians spend on tasks outside of clinical hours, increasing free time without decreasing the number of patients seen per day.

Aim: Little is known about patient safety in a less consolidated obstetric system where various facilities, such as perinatal medical centers (PMCs), general hospitals, and clinics, collaborate under risk-based role differentiation. We aimed to compare maternal complications after cesarean section by facility type across area types (rural, provincial, and metropolitan) in Hokkaido, Japan. Methods: This retrospective cohort study used insurance claims data from Hokkaido (2018-2025). Two comparisons were conducted for a composite outcome of postpartum hemorrhage, infection, and thrombosis: a two-category comparison (PMC vs. non-PMC, combining general hospitals and clinics) across all areas, with an interaction term between facility and area type; a three-category comparison (PMC vs. general hospital vs. clinic) restricted to metropolitan areas. Generalized estimating equations with a Poisson distribution, accounting for clustering within facilities, were applied to estimate risk ratios. Results: A total of 1,822 participants underwent cesarean section. PMCs were associated with lower maternal complication rates compared to non-PMC facilities (adjusted RR 0.37, 95% CI 0.16-0.88 in rural areas; adjusted RR 0.20, 95% CI 0.11-0.37 in provincial areas). In metropolitan areas, PMCs and general hospitals were associated with lower maternal complication rates compared to clinics (PMC vs clinic: adjusted RR 0.42, 95% CI 0.18-0.97; general hospital vs clinic: adjusted RR 0.25, 95% CI 0.09-0.70). Conclusions: Higher-level facilities were associated with lower maternal complication rates after cesarean section in Japan. These findings provide important evidence for regional consolidation of obstetric care.

Objective: To perform internal and external validation of a gradient-boosted decision tree (GBDT) fusion model that integrates zygote morphokinetic parameters with conventional embryo assessment features for blastocyst prediction, and to compare its discriminative performance against senior embryologists. Methods: This retrospective cohort study included 631 normally fertilized zygotes from 218 treatment cycles. A GBDT fusion model integrating 84 zygote morphokinetic parameters and 8 conventional assessment features was evaluated internally (5-fold cross-validation) and externally on a public dataset of 523 embryos with blastocyst outcomes. Model performance was assessed using area under the ROC curve (AUC), area under the precision-recall curve (AUPRC), F1 score, sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV). Discrimination was compared with embryologist consensus using the DeLong test; agreement was assessed with Cohen's kappa. Results: The model achieved an internal AUC of 0.78 (95% CI 0.74-0.82), AUPRC 0.72, F1 0.73, sensitivity 0.74, specificity 0.77, PPV 0.72, and NPV 0.79. External validation on the public dataset demonstrated acceptable generalizability (AUC 0.76, 95% CI 0.71-0.81). The model significantly outperformed embryologist consensus (AUC 0.70, P<0.001) with moderate agreement (kappa=0.56). Decision curve analysis confirmed clinical net benefit at threshold probabilities of 0.15-0.55. Conclusions: The GBDT fusion model integrating zygote morphokinetics with conventional assessment demonstrates good discrimination and external generalizability for blastocyst prediction, providing an interpretable decision-support tool for embryo selection in IVF practice.